21 results for UKLA Research Awards

UKLA Research Awards

Types and sequences of self‐regulated reading of low‐achieving adolescents

by Ilona de Milliano, Peter Sleegers, Amos van Gelderen

This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8).

Journal of Research in Reading 

UKLA Research Awards

Free the sheep: improvised song and performance in and around a minecraft community

by Chris Bailey

This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. 

Literacy 

UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2017 shortlist

The Award is given annually for papers published in each of UKLA’s journals - Literacy and Journal of Research in Reading (JRR) - judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.

UKLA congratulates all the shortlisted authors.

The winning authors will be announced at the

UKLA Research Awards

Validity and sensitivity of the phonics screening check: implications of practice

by Fiona J. Duff, Silvana E. Mengoni, Alison M. Bailey, Margaret J. Snowling

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2016.

UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2016 shortlist

Congratulations to all authors shortlisted for the 2016 Academic Book Award UKLA Wiley-Blackwell Research in Literacy Education award 2016!

UKLA Research Awards

“How people read and write and they don’t even notice”

by Susan Jones

“How people read and write and they don’t even notice”: everyday lives and literacies on a Midlands council estate. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2014.

UKLA Research Awards

Guided reading: young pupils’ perspectives on classroom practice

by Veronika Hanke

UKLA / Wiley-Blackwell Research in Literacy Education Award: Highly Commended – Literacy 2015. Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. This study suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons.

UKLA Research Awards

What counts as reading? PIRLS, EastEnders and The Man on the Flying Trapeze

by Janet Maybin

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award winner – Literacy 2014. This article examines two unofficial reading activities in a class of 10–11-year-olds’ to see how far these activities match up with the official definitions of reading, or whether they involve a different kind of interaction with text.

UKLA Research Awards

Conceptualisations of literacy and literacy practices for children with severe learning difficulties

by H Lawson, L. Layton, J Golbart, P. Lacey, C. Miller

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013. This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.

UKLA Research Awards

Policy and the search for explanations for the gender gap in literacy attainment

by Gemma Moss

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2012. This paper considers how policy-led processes of education reform have reshaped the space in which to think about gender and literacy.

UKLA Research Awards

Grounded literacies: the power of listening to, telling and performing community stories

by Christine Hall, Pat Thomson

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2011. This article offers an analysis of community arts to develop an argument about the power of vernacular literacies.

UKLA Research Awards

Impressions, improvisations and compositions: reframing children’s text production in social…

by Clare Dowdall

UKLA / Wiley-Blackwell Research in Literacy Education Award Winner – Literacy 2010. This paper draws from a current research project that is exploring three pre-teenage children’s text production in social networking sites.